Giftedness and High School Dropouts - Neag Center for Gifted ...

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To examine differences between gifted and non-gifted students who dropped out of school with respect to their self-concept and locus of control, a multivariate analysis of variance (MANOVA) was performed. Prior to conducting the MANOVA, a principal factor analysis was performed to determine the subscale of self-concept. Two factors were extracted and labeled as self-concept and locus of control. A MANOVA was conducted to examine differences between gifted and nongifted students who dropped out of school on self-concept and locus of control. Results indicated that the combined dependent variables were significantly affected by the two groups (F=23.79, p
To examine gender differences, several chi-square analyses were conducted between male and female gifted students who dropped out of school with respect to father's educational expectations, mother's educational expectations, student's educational aspirations, employment, and pregnancy/child-rearing. Regarding parents' educational expectations, results indicated that most parents retained high educational expectations for their children even after they dropped out of school. More than half the fathers wanted their children to graduate from college or to continue higher education. No significant gender differences were found in the father's educational expectations and mother's educational expectations between gifted male and female students who dropped out of school. In addition to educational expectations, employment and pregnancy issues were examined. Chi-square analyses were performed to investigate differences between gifted male and female students who dropped out of school with respect to employment and having children. A significant difference was found between gifted male and female students who dropped out of school with respect to expecting or having children. More gifted dropout females than males expected have children. However, there was no significant difference between the two groups with respect to the number of hours they worked for pay per week. Research Question 3: Are there any differences between gifted students who dropped out of school and who completed school with respect to the use of marijuana or cocaine To examine differences between gifted students who dropped out of school and who completed school with respect to drug use, two t-tests were performed. The results indicated that the effect on dropout status was significant with respect to the number of times students used marijuana. Gifted students who dropped out of school used marijuana more than gifted students who completed school. However, there was no significant difference between the two groups with respect to the number of times they used cocaine. Research Question 4: To what extent and in what manner can variation in the dropout rate of the gifted vary among students by personal and educational factors (SES, race, gender, quality of school, father's highest level of education, mother's highest level of education, student's educational aspirations, pregnancy/child-rearing, and absenteeism) A logistic regression analysis was conducted to examine the relationship between the criterion variable and the set of predictors. After data screening, direct logistic regression analyses were performed with students' group membership (gifted students who dropped out of school vs. gifted students who completed school) as a criterion variable and a set of predictors. When examining the gifted students' decision to drop out, a test of the final full model with nine predictors (SES, gender, race, students' educational aspirations, father's highest education level, mother's highest education level, pregnancy or having children, school quality, and absenteeism) against a constant-only xiii
Page 1: NRC G/T THE NATIONAL RESEARCH CENTE
Page 4 and 5: THE NATIONAL RESEARCH CENTER ON THE
Page 7: Giftedness and High School Dropouts
Page 10 and 11: Research Questions Using two differ
Page 12 and 13: were defined more flexibly as those
Page 16 and 17: model was found to be statistically
Page 18 and 19: References Lajoie, S. P., & Shore,
Page 21: List of Tables Table 1. Profiles of
Page 25 and 26: Giftedness and High School Dropouts
Page 27 and 28: 3 et al., 1991). Bachman, Green, an
Page 29 and 30: 5 CHAPTER 2: Review of the Literatu
Page 31 and 32: 7 4. Dropouts reported more behavio
Page 33 and 34: 9 Some research focused on racial i
Page 35 and 36: 11 accommodate a variety of learnin
Page 37 and 38: 13 Table 1 Profiles of Gifted and T
Page 39 and 40: 15 CHAPTER 3: Research Methods and
Page 41 and 42: 17 A causal-comparative design was
Page 43: 19 To compensate for unequal probab
Page 46 and 47: 22 dropouts (83%) responded that th
Page 48 and 49: 24 100 90 80 70 Percent 60 50 40 30
Page 50 and 51: 26 Finally, gifted dropouts' future
Page 52 and 53: 28 Table 7 Factor Loadings, Percent
Page 54 and 55: 30 Percent 100 90 80 70 60 50 40 30
Page 56 and 57: 32 Don't Know 15.3 Ph.D., M.D., etc
Page 58 and 59: 34 Table 9 Mother's Educational Exp
Page 60 and 61: 36 Research Question 3: Are there a
Page 62 and 63: 38 Table 13 Logistic Regression Ana
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40 between the two groups with resp
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42 educational support at home. Eks
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44 have more involvement with regar
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47 References Ascher, C., & Schwart
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49 Grossnickle, D. R. (1986). High
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51 National Center for Education St
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53 Tinto, V. (1982). Limits of theo
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57 Variables in the Study Reasons f
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59 Pregnancy or child-rearing (F1S7
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62 Also of interest from the Resear
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